【摘要】 目的针对肿瘤放射治疗学涉及涉及过多专业知识,非放疗学员学习难度大的问题,探讨采用CBL联合PBL教学模式(C-PBL模式)应用于肿瘤放射治疗学基地非放疗专业学员教学的方案和可行性。方法选取基地非放疗专业规培学员32人,随机分成对照组(16人)及C-PBL组(16人),带教结束后采用出科考核及问卷调查的方式对教学效果进行评估。结果 C-PBL组规培学员出科考核成绩高于对照组学员。结论 CBL联合PBL教学模式(C-PBL模式)是将CBL与PBL有机结合的教学方式,在教学过程中采用教师设立问题,以问题为导向,学生自我学习,适合于肿瘤放射治疗学基地非放疗专业学员教学的实施,能有效地提高学员教学质量。更多还原

【Abstract】 Objective Radiotherapy oncology is an important part of oncology and it is a that many students need to practice. However, due to the excessive professional knowledge involved, non-radiotherapy students are difficult to learn. To explore the feasibility of applying CBL combined with PBL teaching mode(C-PBL mode) to the teaching of non-radiotherapy students. Methods 32 non-radiotherapy specialty trainees were randomly divided into control group(n=16) and C-PBL group(n=16). After the end of teaching, the effect of teaching was assessed by examination and questionnaire. Results C-PBL group training students outgoing examination results were higher than the control group. Conclusion CBL combined with PBL teaching mode(C-PBL mode) is a teaching mode that combines CBL with PBL organically. In the process of teaching, teachers set up problems, problem-oriented and students self-study are adopted. It is a teaching mode which is suitable for the non-radiotherapy students of radiotherapy oncology teaching base. It can effectively improve students’ teaching quality.更多还原